I now call the regular schoolboard meeting for Forest Lake Area Schools, Thursday, September 18th, to order. Please join us while we recite the pledge of >> allegiance. I aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right, member clerk, will you please take the roll call of attendance? Okay, here we go. Member Corkran >> here. >> Member Christensen >> here. >> Member Hagland is absent. Member Johnson is here. Member Reveline >> here. >> Member Castle >> here. >> And member Tyson >> here. >> Okay. >> All right. We have a quorum, so we will continue here. Uh, prior to getting started, I'd like to make a quick statement. Um, over the past week, there have been a significant number of requests for a district-wide moment of silence out of respect for Charlie Kirk. While it's appropriate for us to have sympathies for the Kirk family, it's important that we remember that the mission of public education is to promote student achievement through educational excellence. Everything that we do needs to support that mission. We were also reminded that there have been instances where our focus on that mission has waned. As recently as just a few years ago, Forest Lake Area Schools held a district-wide moment of silence for another individual. That example has been offered as justification for doing the same in honor of Charlie Kirk. Following an obvious and egregious error in a judgment with an act that could be misconstrued as similar is not a correction. Instead, it would be an affirmation that the district has failed to identify previous mistakes and learn from them. Therefore, for a similar reason that a moment of silence was inappropriate in that case, it would be inappropriate in this one as well. Our sympathies are with the Kirk family and Forest Lake Area Schools condemns all acts or threats of violence. As a board and as a society, our focus needs to be on openly debating ideas rather than denigrating and attacking individuals. There is a great deal that all of us could learn from the legacy of Charlie Kirk. That said, uh, do I have a motion to approve the meeting agenda? >> Could I have a point of order or a question? Point of order. Um, I think I, um, I think if we are going to go ahead and have, um, you know, a mention of, um, Charlie Kirk, I believe we should also have a mention of the students that were killed at the enunciation school and also Melissa Hortman and her husband. I >> agree. >> Yes, I would extend our sympathies to those families as well. That would be more than appropriate. Thank you, Member Christensen. Do I have a motion to approve the agenda? >> So moved. >> Second. >> Second. >> Um, any discussion? >> All right. Seeing none, just a quick note that member Tyson brought forward uh action item 7.4. That was a little late. So, if uh people in the audience are wondering where that came from over the last day, um there is a timeliness required for this one, which is why it made the uh proposed agenda a little late. Uh, seeing no discussion, all those in favor signify by saying I. I. >> Those opposed. Motion carries. That brings us to scheduled and unscheduled visitors. We're no listening session this evening, so we have green cards. So, although the board is not legally required to offer public comment, we believe it's an important part of community interaction and have included it on tonight's agenda. We ask speakers to keep their comments relevant to the indicated agenda item. Be respectful. avoid personal comments about board members and refrain from sharing private or sensitive information. Please remember this process is non-interactive. We request that everyone present be respectful of commenters and refrain from making their own comments or applauding to help keep things moving. Speakers will be given three minutes. The clerk will give notification to speakers as their time is expiring and the chair will strike the gabble once your time is expired. Um, I have two green cards this morning, so I shuffled them as best I can. I will call you by first name and last initial. Please be ready when it's your turn. First up is Claire L to speak on the strategic plan. On deck will be Kate L. Good evening Dr. Massie and school board members. I'm here to speak about the future of the district strategic plan. As Dr. Massie has articulated at previous meetings, the current strategic plan was thoughtfully formulated over a period of three months with extensive input from all community stakeholders in the district and with a broad set of perspectives represented. As a result of Dr. Massiey's leadership as well as the then school board, the district has been able to be more responsive not only to students but to staff and families because the goals and the data-driven work of district staff. The role of an independent facilitator in updating the strategic plan is not just helpful, it's essential. It would be short-sighted to not involve the MSBA in updating an strategic plan and to ensure that our goals and objectives serve the needs of all students. An independent facilitator brings neutrality and objectivity so that students, families, educator, staff, and stakeholders are heard through a fair, transparent, and inclusive planning process. An outside facilitator has no stake in internal politics or existing dynamics. It makes sense that if we rely on MSBA policy language to guide the district, we would also utilize the MSBA's facilitator to ensure that our strategic plan meets legal requirements and elevates community voice. Strategic planning is definitely about setting goals, but it's also about building trust, fostering collaboration, and ensuring that every voice is heard. Public input is not just a formality. It's a core democratic value. When families, teachers, students, and community members speak up, they bring valuable perspectives that helps the school board see the comprehensive picture that they'd otherwise not see. Community insights help ensure that our policies serve the needs of everyone, not just the few. Moreover, trust is built when the community sees that their voices matter, that their concerns are taken seriously and that decisions are made with transparency, accountability, and integrity. Concepts that are desperately needed now more than ever. Using an independent facilitator sends a powerful message that we are committed to transparency, collaboration, and doing what's best for our entire school community. Having an independent facilitator for updating the strategic plan isn't a luxury. It's a smart investment in the integrity, effectiveness, and success of our strategic plan for all students. Thank you. >> Thank you, Claire. >> And Kate L also to speak on the strategic plan. >> Good evening. Thank you board members for joining us today. It can't get rained out here which is nice. So yes, the strategic pan plan and it always goes so who goes first. So I don't want to be redundant, but I agree with what Claire said in that this should be a well organized process because it needs to guide us through multiple years. And so as we are looking at how to move forward with the strategic plan, I hope we model ourselves after the previous process that was highly successful. And just moving forward from there, I am also really looking forward to the clubs report which is going to be given by Dr. Massie because I've fielded numerous questions personally out and about. People feel like I'm still on the school board. So people frequently ask me questions about what's going on with the clubs and what happened to the fishing club and where's this and where's that and I say just email them because I am also quite confused. It is hard to have this big of a change. I know that I've been seeing a lot of kids wondering where things are and asking where certain clubs are and I have to say I do not know and I tell them it's okay to not know. We'll figure it out. But there was a big change. It was communicated peacemeal and through a lot of different sources. And I know that a lot of doubt was cast on sources like the newspaper because it gave information, but it can't give everything. And when people from the board table say there's misinformation out there, they're talking about the newspaper. And so there's not a lot of clear communication about what is honestly going on with the clubs. So I'm really looking forward to the club's report tonight to see how it's going. A lot of clubs moved. They became community ed. they pivoted. So now it's different. Clubs that had really strong advocates got better placement. And I know we're looking forward to doing good things for kids. And to that end, last thing, I want to put a shout out to Hennan and the principles and Dr. Massie who I have seen at so many extracurricular activities over the past weeks that I've seen them at soccer games I've seen them at school board meet school meetings walking around in the halls not in the buildings that they have to be at but buildings they choose to be at and at so many after school events. So, we have a lot of administration that is putting in extra and I just wanted to make sure that's publicly known that our directors and our superintendent care so much about the school and are working really hard to make sure that they are pivoting with every hard left turn that's happening. Thank you. >> Thank you. >> Thank you, Kate. >> Thank you, Kate. >> That brings us to committee reports and we'll start with the 916 report. Um, I don't have a whole lot to report on that. We're we're back to school. We finally had our first meeting. So, we got started with a kind of an overview of what uh we have going on here. We had a presentation about safeguarding students and uh well-being and safety. We also had a presentation on enrollment and staffing overview uh moving into 2526 school year. I'm happy to report that uh 916 report hired 82 new staff over the summer and they're actually in a really good position staffing wise and uh it can be a struggle to staff a a district like 916. Uh there's very uh specific parameters that need to be met. It can be a challenge. So uh 916 is sitting in a good position there. We also had a presentation on the comprehensive achievement and civic readiness plan and then we we dove right into policies and we approved uh looks like three or four we had first reading on another one and we also did an approval of strategic actions benchmarks for 2526 that uh kind of set the set the goals moving forward for uh 2526. And that concludes my report on 916. Which brings us to buildings and grounds. Uh, director Renberg. >> Thank you very much. Buildings grounds tonight was held at the high school. We enjoyed a wonderful tour of the newly remodeled restrooms in the cafeteria followed by uh the fax room which added a kitchen based on the fact that the wall abuts to the restrooms. So when you're doing plumbing, you you get the plumbing done. So great new kitchens in the fax room. Then we went down to the locker room area. So gorgeous new locker rooms for our um boys and girls athletics. And then we went up on the mezzanine to look at all of the mechanicals. So, you know, saving the best for last, those amazing machines that uh cost the millions. So, uh great time at the high school. We did also discuss the education center. Uh they got a new boiler this summer. It will be up and running uh October 1st. So, they're working to start the flush and fill um in the next couple days. So, that'll be a process that takes up to two weeks to do. And then the Columbus well. So the well is fully functional, passed its first inspection. Um and then also um we capped and filled the previous well. So that is the buildings and grounds report. >> Wonderful. Do any board members have anything to add or any questions? >> I'll just say thank you. You're amazing tour guide. Every time I go to a buildings and grounds and you just know everything about everything. It's awesome. So you're Thank you. All right, with that we will move to finance director Reberg guided. >> Yes, I appreciate you having me twice in a row. Uh so audit status we started with so we went over uh the last uh three months we've been part of the audit. So the auditors were out in June, they were out in August and again that first week of school they'll be out one more time uh before they finish up. We are on track to be able to come to the November finance committee meeting with approval by the school board at the first meeting in December for the audit. Uh things have gone well uh with what's going on so far. We get into really the the sticky points now and so we'll continue to work with the auditors on that, but again everything's gone very smoothly. We did a FY26 budget status. It's always hard with two months worth of data. We see how numbers can be skewed by payments being made in one month versus the other. Um so we reviewed that. We're doing very well on salary and benefits. So that's our main area of expenditures. Again, we are in the people business. So um those being in line mean the most. Again, we reviewed the uh preliminary levy, which we'll talk about just here in a little bit. So I won't go into much detail about that. Um and that was the committee. >> Thank you. >> All right. Any anything to add by any board members or any questions or comments? All right. Seeing none, we'll move to communications. Uh Director McKinnon. Director McKinnon was absent, but I can give the report unless we want Relay to come out. >> Oh, no, please. Member Tyson. >> Okay. So, we looked at our new brochure tonight, which is quite impressive. Um, the districtwide or communitywide districtwide mailing will be coming out in maybe a week or I mean two weeks to a month. Rene was saying we also talked about um the Minnesota survey results which came out today. I was on that listening to that. thought it was the Morrison Morris Leatherman company that did that and it was a lot of good information about how it affects the outreach that we do to our families and I would encourage all board members to go back and listen to that. It was just full of information and data um taken by them. Then we also went over the communications committee scope for 202526 and the topic for the month for October will be our crisis communication and in the- moment communications and that concludes the report. >> All right. Thank you member Tyson. Any board members have any questions, comments? All right. We will move to curriculum instruction and equity. Director Jacobson. >> Thank you. Uh uh our topic at curriculum instruction and equity uh this month was to go through our new educator orientation and induction process in the school district. Every year due to retirements or teachers moving homes or various other reasons we have uh to hire a cohort of new educators. uh and it's important and of great value to the school district to make sure that those new educators feel supported, they feel comfortable with their colleagues, their curriculum, their environment as soon as possible so that they can do great work with students. Um our onboarding um facilitators, Kelly Larson and Becky Hill, joined us and walked through the different many different facets and how they support our new educators in our school district. not just those uh during those days in in August or the first month of school, but ongoing over the course of the the whole year and the topics that they they they work with. And so the top that was our major topic uh this month and I'd open it up to questions. >> How many new educators do we have this year across our district? >> Uh that is you're going to challenge me on that question. Uh it's almost as if you had it in your back pocket. Um >> I didn't though. uh about I think I'd say about 54 uh new educators this year and to and again to make a point that we did not add 54 positions 54 positions in which we had to fill people who again I think we had around 30 people retire every year we have people who move to other states that follow a spouse or whatever it might be so I think it was mid-50s >> and that's licensed teachers >> that's licensed teachers yeah >> remember Tyson So, what I liked about the report tonight is that it broke down where our teachers came from, their hometowns. >> So, that was the first time I had ever seen data that showed the hometowns of all the teachers that are the newly hired. And so, that was very interesting to see. >> Yeah. And I also really enjoyed hearing about the how they all have mentors and by building that the high school and forg middle school each have two mentors and that each school each new student knows who their mentor is and can turn to them as well as their coach their peer coaches and then their involvement in the PLC's. I also like the new handbook that each new teacher gets. A new handbook that is filled with information that might be pertinent later when they need to have a sick day because their child's sick. So, it's just filled with great information that they can look back on and keep it handy for referencing when they need it. So, that was brand new, right? >> That that that part was brand new based on some feedback that we hear from new educators that those days in August are really packed with a lot of helpful information. Uh, and it's hard to retain all of those different bits and pieces uh over time. Six months you might need to know an answer of something we talked about in August. And to have that handbook to just go back to quickly and as me member Castle had suggested making it available digitally too is just really really valuable uh new asset uh for our newest educators. Interestingly, the data that you're talking about in terms of where are our our newest our teachers from uh uh the area right around us >> is where they call where they have from and and no town uh has produced more educators that work in Forest Lake >> than Forest Lake. >> So we have a the majority the the largest group of of single uh city educators is Forest Lake. So people who come through our system like to come back and often teach for us >> and just how highly organized the three days are for the new teachers that come in and how welcoming it is and um just how they've thought out all the things that they really need need and want to see through survey and collecting data from that group. >> Yeah. And I would say the program that they did last year was first rate and but it never stays the same from one year to the next. the those that group of new educator orient or orientation leaders are always tinkering with how based on what they hear back from teachers how they can make it better. The the the handbook that you mentioned being the newest one of the newest uh inclusions this year, >> right? As well as the last thing I'll mention is they do m monthly meetings. So then they can a topic might be conferences or it might be something very valuable to what is going on with their work right at that time. So, lots of support, which is good. We want them to have a good experience and to stay in our district. So, >> just I just know we always see the list of all the new educators that are on board and it and it's so nice to see a familiar name of some of the alumni coming back and it's it would be great if we can just keep them coming back because that's I mean, they hit the ground running. They know the schools. They probably know how things work so well. I mean, what a great asset. I mean, we know they're educated well, of course, because we did it for them. So, we got that going for them. So, yeah, it just it just it's a really good feeling to see those people return, those uh staff return. So, >> yeah, it's great. >> And I feel like I'd be remiss if I didn't offer uh a note of appreciation to our local business owners for the chamber lunchon that they host every year. local business owners open up their pocketbooks to uh host an event where they pay for the lunch for our newest teachers and have a grab bags of fun goodies that they can go around and they genuinely mingle with all of our new teachers welcoming them. They have fun door prizes. It's really you don't I you don't see it in other other I've never seen it before in in other districts. And um I think it's just a great way that our our business owners um show an interest and commitment to our our school district and the teachers. >> Yeah. Through the local chamber. >> Yep. Through the local chamber. Thank you. Y >> that's wonderful. >> Yeah, that's fantastic. Any other questions or comments? >> All right, seeing none. Thank you, Director Jacobson. Then we'll move us to policy director Freriedman. >> Good evening. So, we had a uh rather lengthy agenda for us tonight. Um and we had a pretty high confidence that we weren't going to make it through the agenda, but aim high, right? >> Um we didn't make it through the agenda. Um we did make it to talking about um a our policy 313, which is our transportation employee drug and alcohol testing policy. There are some changes in there that we need to make to increase the comfort level of the federal agencies that enable us to license bus drivers and we would like to continue to do that. So those will be coming forward and then we did address the the 1300 series that the board had taken up last time. Um those will be returning to the board largely in the same uh condition that they uh were in last time except we are making one we are recommending one change in the last one of those um MSBA the Minnesota school boards association had indicated on our phone call to seek some clarity to to that one uh where some of those things came from and they looked at what is actually in the rules right now and noticed that their own model policy bore little if any resemblance to the actual rules. Um, which I I I guess that's that's that's part of the the the the difficulty of these things is sometimes even the organization that uh leads the the the way doesn't notice necessarily that oh name there was a change. Um, so we are recommending that the the stuff that's in the the that's existing in the rule right now be incorporated within that thing because MSBA has indicated that they intend to make those changes >> in the relative future anyway. So that's as far as we got tonight. So we're going to pick up some of the other ones next month. >> Thank you, director Minutes. It's good that we'll be a little ahead of the game. Then before you sit down, did anybody have any questions or comments? >> These are these are MDE rules, correct? >> No. >> No. >> Yes. Those are um they are the rules. Yes. Exactly. So, um there's statutes that are things that are promulgated by the legislature. The legislature oftentimes then gives a charges a an administrative body. So in this case MDE with developing rules that implement some of the statutes. So there has to be some form of enabling statute and then the agency is at at liberty to to adopt rules. So what we're talking about is agency adopted rules. So those would be MDE. >> Thank you. >> Thank you for doing that additional work. That will be very helpful. >> Any other questions or comments? >> All right, seeing none, we'll move to staff welfare. Dr. Massie, >> we had three topics on our agenda. We got to two of them, but I'm going to touch on all three of them just for the sake of getting information out there. The first topic was an update on enrollment. the good news that enrollment I shared this a couple weeks ago. We are still tracking in a very positive way on enrollment. We are currently 155 students above the number that we budgeted for enrollment. That number will adjust as we approach October 1st once we clear out and identify kids that are technically enrolled in other districts but are on our books still because we haven't shifted enrollment but that is trending better than last year and last year was a really positive year for enrollment. Keep in mind that there are fewer there's lower birth rates in across the state yet our enrollment continues in such a strong way. Where are kids coming from? Kids are families are moving into the district. We know that there's housing growth. We have enrollment from home schools. We have enrollment from our local charters. We have enrollment from neighboring districts in terms of open enrollment. So a very positive trend on enrollment. Very good. >> The other topic we had quite a bit of discussion around is the um current operating levy and the topic that we've introduced of the potential of going out for an increase in the operating levy. We're a long ways from that decision, but we had conversation around next steps to consider different components or different issues related to a future operating levy should the board make that decision, steps, processes, needs that we have in the district, and then the process that the board may undergo to make that determination. So, more information on that and more conversation to come. The third topic that was on the agenda that we didn't get to is my interest in putting together an bullying prevention working group. And that will be kind of an administrative working group to look at the various practices we have in the district to address bullying from a prevention standpoint, culture, capacity building with our students, training of our staff, and our implementation of the uh anti-bullying policy and how we address bullying when and if it occurs. So, I'm looking forward to starting that process. We're likely to to pull that committee together and begin actually in November due to uh the availability of staff members to help facilitate that work. So that'll be an important undertaking I think for the district. That concludes my report >> for sure. Any questions or comments uh for Dr. Massie? >> Do you have your staff picked out for this? Have you >> I've got um staff that I've identified, positions I've identified. >> Oh, >> I'm looking to bring in several parents or community members, staff members who work directly with this work throughout the school district. >> Yeah. Okay. How do you pick the parents? >> I'll work I'll reach out to principles and engage principles for recommendations of parents that have shown interest in this topic. Okay. >> Yeah. I'm just wondering if you if you reach out to, you know, parents with children that have experienced this in schools and and that have, you know, that you that have had good resolution especially and because that would be, I think, a very meaningful uh experience to bring to something like this if if we do have those examples in our school district with within parents and families if they've had >> Yeah. And that's part of the the work of working with principles to identify those parents, families that have had those experiences. >> Great. >> Because they you're right, that bring great value to the committee. >> Okay. >> For sure. It's nice to see this coming together. We've had a lot of discussions about this uh at least individually as board members and with administration. So, member Parker. >> Yeah. And I've actually had some people comment about um having some form of maybe um uh where people come to school and talk about bullying and trying to you know accept people's differences and also about gun violence. that has been coming up a lot to me from different groups and parents. >> Um trying to address maybe a >> um you know having speakers come in and address like maybe the the elementary kids in a different way of course than the high school would be but just having that discussion point about the bullying and the gun violence. So >> it's such a sensitive see the gun violence and being very careful how to address that and >> with young children and you know just I think that's just something that you know it's on everybody's minds all the time. So especially parents and staff, I mean it's very scary. So um just wondering if that has been talked about too in discussion since all this has been going on even so close to home. >> Yeah, I would say that we have a lot of conversation in our schools around the importance of how we solve conflicts, how we engage with each other, how kids interact with each other. There's a lot of conversation through morning meetings at the elementary level, advisories at the middle school and high school. So, we're having those conversations on an ongoing basis and then of course when there are conflicts uh working through resolution and setting expectations for kids and of course engaging families in that work. >> Okay. >> Thank you. >> Sure. Member Tyson. >> Yes. So to member Corkran's point, I'm wondering if that could kind of be incorporated into this um bullying prevention working group, some conversations around that. I know I've had people and parents reaching out asking me, I still my student has an SRO, right? You know, I think people are worried. >> They're concerned as I'm sure all of our staff are >> uh our principals, our teachers, our students. So I think some conversations incorporated around that with the working group could be helpful as well. >> Okay. >> Um the other thing I wanted to mention is I've brought this up before that we used to have a curriculum called the peaceful bus. I have had parents talk to me about the bullying going on on the bus and I'm not sure who's doing it. Um we bus a lot of kids because we bust all the charters as well. So, I know we don't have it anymore, but I don't know if there's a form of that curriculum or if we could look at other pieces or components that somehow a peaceful bus curriculum could be implemented again because I do think a lot of bullying goes on on the buses too and it's hard to for bus drivers to drive. It's hard to we have cameras now so we know what happens but still just preventing that and being ahead of it instead of trying to chase our tail behind it >> and that'll certainly be a part of this work with this working group. >> Okay, >> I will say that the components of the Oasis program >> that the peaceful bus was part of >> uh we have brought a number of those different components around the peaceful bus into our practice through PBIS. Okay, >> elementary schools will bring kids out and meet with bus drivers, have conversation around expectations, teach those expectations, and then conversation at the middle school and high school as well around bus conduct and bus behavior. It is a an environment that can be challenging for kids and >> um we're you know we have very clear expectations there. We have very clear guidelines. Um, yet again, you have kids that have issues and conflicts, and I think we're well equipped to deal with those, but it doesn't mean that there aren't challenging experiences that kids have on the bus, >> right? And then how does it get communicated out to the charter schools that we bus their students? How does the expectation get communicated? Could you refresh my memory on that? Yeah, we share our schoolboard policy around uh the bus and our um the consequences expect uh bus expectations with the school administration. We lean on them then to have those conversations internally within their schools. >> Okay. >> But they are fully aware of our board policy around transportation. >> Good. Okay. And the last thing I wanted to mention is that I already talked about the Minnesota survey. Um, the Morris Leatherman Company has been doing surveys in Minnesota for since like 2005 or something. And you know, they own their own phone bank, so they easily do these big broad um, surveys. So, there's a lot of good information on gauging public sentiment for levies um, and a lot of information. one pie chart he was talking about today said that it still showed that um the communities are more receptive to you know uh levy than a bond. They'd rather see a levy for learning than a bond. And so if any of the board members have time I would encourage you to watch that back. So that was really good information. >> Were you able to watch it? >> Yeah, I was on the call today with MSBA. Just to draw a distinction, the survey you're referring to from Morris Leatherman >> is different from the Minnesota student survey. That's very different. This is a survey of kind of voter sentiment around school and school funding. >> Yes. Totally different. Thank you for that clarification. But they do just call it the Minnesota survey and he does one every >> Yeah. And that'll be recorded on the MSBA website. >> Watch it again. Thank you. Yeah. Thanks. >> All right. Any other questions or comments? >> Um, >> what was I'm just thinking staff welfare and um I you know when I talked in your office I don't know if that was last week or two weeks ago now and asked about you know teacher survey and I think JP talked about it some too. Has there been any talk about offering uh teacher surveys at all since it's been three years? >> Yeah, similar to the one. Yeah, we're having conversation internally about bringing that back. We did that previously at the end of a school year. >> So, the timing of that would be the question, but yes, we're having conversation. >> Okay. Well, and okay, that's it. >> All right. Okay. Thank you. We'll move on to uh 2024 2025 activities and clubs report. Dr. Massie. >> All right. Uh we're going to um I'm going to ask Miss Principal Caldwell uh principal Miller. Um I think with the rain and events out there, Mr. Hennon might be tied up. >> Homecoming. >> Yeah. So, we will we'll carry the load here, but uh we're going to do a number of things with uh student activities and clubs and so on. One of the things we want to do is take the board back to last year. The policies 1510 and 1801 call for an annual report. So this would be our annual report of engagement participation uh with our different activities that we have in the school district. And before we go retrospective and look at last year, I want to just orientate the board and the community to how we have structured student activities with respect to policy 1510 and 1801 and to bring clarity to where those where our current activities and clubs have fallen and where they align based on those policies. So, if I can ask either Jason if you would kind of scroll through. We've got under policy 1510, which would be school sponsored activities, there are three categories. The first category being activities that are sponsored by the Minnesota State High School League. We don't list all of those here. You'll see that list in just a moment when Mr. Dr. Caldwell walks through the participation levels of those different activities, but you can see we have the competitive sports, debate, speech, play, target, robotics, adaptive sports, fall dance, and the related little kickers, which is a subset of that group. But those activities are sponsored by the Minnesota State High School League. Then when you we work our way to the right in the middle column, we've listed and placed various clubs and activities that we have that align with what we would refer to as student involvement and school operations. There you're going to find link which is the way in which we orientate ninth graders to the high school web and the areas that are highlighted in yellow. It's hard to see on the screen but on your paper you can see highlighted in yellow. Those those would be middle school activities. Web would be the way in which we orientate now sixth graders to the middle school. Prom committee is the way in which we run senior, junior and senior prom for students. Bleacher captains, uh we don't have cheerleading, but bleacher captains is the way in which we engage kids in promoting school spirit and participation from a fan standpoint at high school games. Your book, both middle school and high school, the way in which we create yearbooks. Best Buddies is a program where kids are working with and supporting other kids throughout the middle school. Kindness Rangers also a program similar to that at the high school. Principles Miller and Caldwell will speak more in more detail of those. This would be >> re just to interject uh this looks a lot like the list that we approved in June. >> Would that be correct? >> Correct. >> Okay. And then school operations. These are activities that occur during the school day as well, right? That is correct. >> Okay. Thank you. >> Not all of them. >> Not all. >> Not all of them. >> No. >> Okay. Captains would be >> Oh, yes. Of course. >> Outside of that, but there's they're part of this the operation of of different components of the the school. The again, we've made a commitment to being very intentional about how we bring 9th graders into the high school. So, link is the way in which we do that. The C next to each of those items and you'll see more of those items listed in the third column indicate that those activities are identified in the teacher collective bargaining agreement under schedule C. >> Okay, thank you. >> So that's what the C references and that is relevant because policy 1510 calls for school sponsored activities and they're school sponsored when they are identified in schedule C. >> Correct. and do not require annual approval because they're memorialized in schedule C according to policy 1510. >> Thank you. >> And then if we work our way one column more to the right, you'll see the list of various activities that have been in some cases longstanding uh activities throughout the high school and middle school and some are newer than others. Again, the C would designate that the the advisor is called called called out and supported in schedule C on the teacher bargaining agreement. And each of the different activities in this column have a curricular extension. So if we walk down this list, I won't cover all of them, but investment club's a good example. That's an extension of finance courses, business courses that we have at the high school. PEP band, I think, is obvious. That's an extension of our music program. We have an environmental science course at the high school. And as an extension, we have environmental club. Ranger Sound is tied to music, theater, history day. All of those have a connection to courses. History day, a tie to social studies. the study of history and so on uh through the list and that list carries on your paper all the way to the second page you'll see a club there listed that's it atalicized international club that would be a reemergence I'll have Mr. Caldwell will talk about that in just a minute, but that's currently in schedule C. Then if we move away from uh those three columns, we have another set of activities that are outside of Minnesota State High School League. The middle column being school sponsored or having a school function and the third column being curricular. And so, uh, it was mentioned earlier, fishing team doesn't necessarily have a school connection, although we've got teachers that might make the argument that we >> uh, we've got fish and wildlife course through the egg >> wildife outdoor ed. >> And could that be a curricular extension? Maybe we could make that argument, but again, um, they if we have a curricular connection, it's gota it's got to be legitimate and it's got to hold up against the challenge of you've got that >> being offered. Therefore, I get this club. So the reason for finding a for having a curricular connection is the activities under under that column find their legitimacy if you will under their curricular connection. So we can't just loosely say it's got a curricular connection. It's got to be a a tight enough connection to make it legitimate. So fishing team will be run, last year it was run through the high school and activities department. We're now going to run that through community education. Marching band was reemerged through Jake Matheon and that is always when it came back run through community ed. We'll continue with that. And then you'll see a series of middle school clubs that are run through community education. Mr. Miller will speak to that in just a moment. And then the last page on your paper and the last uh bit of information would be student interest clubs that would fall under limited open forum and that would become and these clubs would be supported under policy 1801. So currently we do not have any student interest clubs that have been approved. Uh those would need an annual board approval should they run and that would be not board approval, excuse me, through an application process at the high school. And Mr. Caldwell, you'll see in just a minute, has a form that students would make that um I guess that that request to to be a identified student interest group that would then call for some level of supervision for a student interest group to form. And again, that would be covered under policy 1801. So that gives you a good orientation to the clubs. This document has the dates 2025, 2026. So this is what we have currently scheduled and on the books that are available and in some cases planned and in some cases even already underway. So with that, if I can ask principles Caldwell Miller to kind of walk us through last year from a historical standpoint, participation level and >> absolutely before we get to the process that everybody's been asking for, you know, how do you get into these groups if you're an interest group or whatever, we thought it would be pertinent to go back and look at at what's going on with our groups. This is an annual data that Mike and his team have always pulled. Um, we've never gone this far to put it into grasps, but what a great exercise to go through for us. >> Jason, first group, >> can you enlarge that at all? >> This first group is that first group of school sponsored Minnesota State High School League >> and youth development activities. Be careful dering it >> just because those text boxes are moved. But this represents 1,714 students participating in all of those different things that we offer. That's 895 unduplicated people. >> From a school principal athletic side, Mr. Hennon was ecstatic when he saw this because 895 most of our kids that are participating at this level in our sports are in more than one activity >> because if you double that you're over 1,600 students. >> That's phenomenal. That's how our programs are so successful because our kids that are getting involved are staying involved with all of those things. Um, I had the PCN grant was in today and they have all of the people from across the state are meeting at the high school over the next two days. Ki invited coach Bisco in to talk to this group about culture and you look at the number of students that he has participating in football. Um, over 170 students participate in football. When he started that number was barely at 100 and this year he's pushing 200 students in football. That's culture. That's not because we win games. That's because >> he's doing phenomenal things with kids and they want to be around him. And I could say there's stories like that with every single one of those groups up there. Yeah. It all comes down to >> Jim, you know, the the coaches, the coaching staff that are hired in football, but across the board >> absolutely >> are creating places that kids want to be a part of. >> And we know the power and value of engagement, involvement in things outside the classroom. >> Absolutely. And when you when you go down to the next one, school operations, that's 273 unduplicated students. A lot of those students are the same ones that are above prom committee. We It doesn't take a lot of people to put prom committee together. You're looking at 12 to 16 16 kids, but web, you're looking at close to 100 students that are working at the middle school on boarding those new students. Like we're at 75. Last year, this year we were over 100 link people. I mean, it's Unbelievable. And the kids that stay with these are often the same kids that are coming back and coming back. And then when we move down to these next groups, this is where we start pulling in the kids that weren't in the top. So I would argue, and I don't have the unduplicated numbers. I am going to try to do that. It's an incredible task. I'm going to argue that over 95% of our high school kids for sure are involved in something. And this represents that as well from DECA all the way all the way to fiber artists. You know, it might be a small group of 10, but you also might be working in groups that are close to 200 like that. It's unbelievable what our our faculty advisors are doing both at the middle school and >> yeah, you'll have students that are engaged in co-curricular experiences here, but also in those athletic experiences. So, obviously have duplicates, but other opportunities where individual students might have that connection, that experience. FFA you can as a popular experience especially at the middle level um music programs as well to be able to offer those experiences for kids. >> We sort of talked on this topic as we were transitioning around connected to the anti-bullying work >> and mental health. Again, the connection between school engagement, participation in a athletics, having a place to belong in these different activities is a powerful proactive way to support student well-being. So, we're just super proud of these numbers and the work our staff, our administration, Mr. Hennon, and our coaches, adviserss are doing across the high school and middle school. >> So, the magic question, how do you get on schedule C? How do you get sponsored? All of those types of things. Okay, we've come up with a process that instructors and kids will work together to fill this application out that would then come to Mr. Miller, myself, activities directors, ultimately to the superintendent, and then to the school board. But the the basic club information, proposed name, advisor, contact information, grade level, how many years has this club been in existence. We have clubs that are running now that aren't on schedule C that as you are are even student interest clubs. How many years have you been using a student interest club year after year and it's getting more and more kids and we're more tied to curriculum? Those types of things. This is an avenue that those clubs would be able to come and fill this out and potentially then be listed as a school sponsored event. So they would have to do their mission and vision work. What's your meeting schedule? Your objectives for the year connection to Forest Lakes strategic plan. As that plan continues and develops, you know, that's really where the rubber hits the road for principles especially. This is what guides everything that we do in our classrooms through instructional leadership. What's your and then it has to tie also into our mission and our vision. Then keep going down your proposed activities, budget needs, and then an advisor agreement. You can't come in and do this without having somebody that you're thinking, "Okay, this person might be my adviser. I'll pick on History Day because Mr. Wigan is on leave in Africa. Um, History Day is not running right now. That's something Mr. Wigan has ran for years. If that was not a group, a kid could go to Mr. Wiggins and say, "Look, we want to bring back History Day. There's a competition. There's all these things. We can easily tie it to curriculum, but they need to go through that work and prove to us that it's tied before we're just going to give them that that access." I think I have an example. If you go down, um the example would be international club. We haven't run international club for many years. Um so this is one that I sat down with some people and we came up with just a draft of what this could look like. Um I have teachers that are interested in it this year because we don't have history day that's going on because Mr. Wigan was back. So I had some teachers approach me and say, "Hey, can we run this again?" But this would be an example of what would be presented to myself, athletic director, Dr. Massie and then ultimately you guys if you just want to scroll through that you know participation lists all the things possible annual events and we get all the way down into student leadership other standards and connections. I mean, you can sit and they can start pulling standards out that tie. And I I I use this in an example because I think we also have to be gatekeepers of this process. Donna made a comment in the policy committee that I can take anything and make it a bad thing. You can take anything and make it a good thing, too. So, to really sit with our adviserss and go through this process authentically. Um, so we have things that really go to our strategic plan and what we're looking for as a district are represented in these groups that come >> to us and ultimately it would come to the school board for approval for anything new that would be sponsored by the school. A great example with this would be Fishing Team. Okay, Fishing Team's been going for many years. They have a great following. They do great things. If all of a sudden AJ was saying, "Look, I we might be placed wrong." Okay, let's sit down and let's go through this. How are we tied? And that could be presented as earlier next year. >> And then if we keep keep scrolling down, we have this other group called student interest clubs. Um I have had students already ask me, "How do I start doing this? How do I start doing that?" I'm like, "Just hold off. Just hold off." Two students come up to me in the lunchroom, when can we do whatever? I said, "Give me till after tonight. Let's meet tomorrow." Um so I have a student interestbased club application that we've worked on. Um, this covers everything in 1801 as far as what we need. So, student name, who's going to be running this group, who's the faculty adviser, that ultimately is going to be assigned by the principal within the building. Students may come with an idea of who they want, but because of 180 or I'm sorry, yeah, 1801 and how that runs. We need to be careful on who we're picking for those supervisors. Estimated number of participants. What's your club name? State your purpose. Okay. confirmation that you're not doing any illegal activities. They're going to initialize. What's your proposed meeting day, time, location? Um, and then we go on to describe what exactly activities director would sign. I would sign once this is approved by us. Okay? I would type this up or have somebody type up a formal document. Okay? It's approved. They might handwrite it. They might bring it to us. We'll walk them through how to tweak it to get it the way that we need it. It would be typed formally. They can go make copies of this then and the permission slip, the actual form becomes the permission slip that parents would sign. So this person who's leading this can hand this out to the kids that are coming. They can bring it home. Full transparency. This is exactly what we're going to be talking about. Those would then be brought back to me at the high school. I'm assuming you at the middle school. And we will keep them on file so we know that the students are there. Um those types of things. Our idea, the question always is, "How are you going to do this? Where's the supervision?" Those types of things. I have had three different groups come and ask me so far. How do we get this going? Once they're started, I have a really big media center after school. Myself, Miss Miller, and Miss Lang are going to be the supervisors to start until we outgrow that. And if we outgrow that, then we'll start looking for other spaces. They will be meeting in the media center at the high school. big glass windows, everybody can see, covered with cameras, plenty of space that they can spread out and and do their things. We're right there in the office. We don't necessarily have to be sitting with them 247 while they're meeting, but we can be popping in. Um, we also have plenty of coverage in that building in that area. >> And we envision that students will take advantage of the activity bus on Tuesday, Wednesday, and Thursday if they're >> I will try to guide them to be doing this on Tuesday, Wednesday, and Thursday at high school. You can talk about >> Yeah. And at the middle school, again, our day that we typically reference, especially for in terms of availability for a supervisor, would be typically on Thursdays is kind of when that when that lands. But at this stage, we haven't had anybody at the middle school who has approached uh me in terms of interest in this particular area. Um, and if that's the case, we would look at supervision and possibly happen in our media center as well or depending on the classroom space that the students might be needing or using. >> And next steps, and Rene is probably listening over there in the corner. Um, next steps for us are really to get this so it is on our websites so it's crystal clear on what groups are where, where do they fall and how do you access at the different levels so the transparency is there. This is a working document um that anybody can basically have and use as a PDF. The links can stay live and and all of those things. My intent when we made this document was that last group where there's nothing listed as we approve those groups. It's not a secret that we add those to this this list so everybody would know. Just because the principles are approving these in our offices doesn't mean that there's not full access to what groups are are meeting. So the name of the club would go, who the student contact is and then is it at the middle school or the high school. So the next time we present on this and even the data that we'll show next year will include those student interest groups and how many students are going to those. And Jason, you have the emergence of a new student. Uh >> yeah. Well, so we example. Yeah. Thank you, Dr. Massie. So, in terms of like co-curricular connections, you know, we've had a community member reach out around starting a science uh club, which we're super excited about. And so, going back to what uh Mr. Caldwell had just shared in terms of that initial application, um that's an example of where we're actually working through that same process kind of in real time right now. uh you know getting the information around its connection the curricular connections connections to our our district strategic plan and mission and vision um and getting that kind of rolling. So that's going to be really exciting for our students that are interested in exploring those scientific fields and areas um at the middle school. >> And I envision lots of conversations and open conversations with Mr. McKinnon as as ideas come. I mean we'll be looking at these different letters that we have laid out now and the science club I instantly go to. Is that something we start in community? Yeah. Um those things will happen at the high school as well. The one that community ed started many years ago is a youth service club that has grown. Now youth service club does the same things that NHS does, but not everybody can get into NHS. Everybody can get into the youth service club. So those students get that same experience and youth service club that NHS gets because NHS is very hard to get into and looking at that and really placing stuff and being transparent on I think that's an important distinction too. Some of these groups are in community ed for funding purposes too like uh the fishing club originated there for uh >> it's open to everybody not just uh students in the district if it's a community >> edition actually though initiated with the high school >> yeah they moved in ad yeah I was thinking marching band when marching the reemergence of marching band has been community ad it's been incredibly successful there >> but there is uh a path for movement for these groups and that that's what excited me and I know there was a lot of uh we call it FUD in the security world, fear, uncertainty and doubt on how um these policies would work. But the exciting thing about 1801 1510 and and community ed is groups can move around. And I think you've shown that a little bit to us tonight because uh there's a process to become a sponsored activity, but if you're not a curricular sponsored activity, there's options in community ed, there's options in student interest groups. Um, I love your application under 1801 how that works, but I think it'd be really important just to kind of communicate out. Although it's called an application, we we don't we don't gatekeep that. It's more of an application just making sure you're following the process. It's helping you set up the group, making sure that you're not going to be discussing things that are unlawful. >> Absolutely. >> But you're in whatever your student interest in is that that's the beauty of limited open forum. So this is really exciting to see. >> And our intent with 1510 is to have all of our groups that are currently running to go back and actually fill out the proposals. So we have a list of those. We have a database of those. It helps when we're putting things on web pages. It helps all kinds of things. So the student council is currently working on theirs right now. >> This is this is really exciting to me. Member Christensen. >> Yeah. I guess I just have a question on just the process. And so you have an application. So So back back it up. So you said that you've had like three or a few groups come up to you and want to start and they don't fall into um >> correct way back the previous member of BSU, previous member of the Mongan Asian group and a previous member of FCA. >> Okay. >> Have all come up and asked me how do we get started? I said just till Thursday. >> Well that that's great. So just the process then they would fill out the paperwork you would sign it. Mr. Mr. Hannon was assuming everything's you would sign it. Mr. Hannon would sign it. It still comes to the board. You are able to approve it. >> Yes, that one the the student interest clubs is totally approved at the building level. >> Yeah. 1801 that those student interest groups it's not an application or an approval process. It's simply fill up paperwork. if there's interest that club can exist >> and there is no gatekeeping around that that principal Caldwell doesn't get to look at the group and say I don't like the the topic >> as long as it's lawful >> that group is allowed to exist and that that's the beauty of limited open forum it's really it's open to the students >> so who helps so there won't be an adviser as we all know that is my sticking point about all of it um no one to help them guide them, you know, help their group answer questions, help them fill out the paperwork. I mean, are like who who will help them with that? >> I would totally sit down with anyone who wanted to come in. I mean, if if I'm the one who has to sign off on it and make sure that you're following all the rules, I would have no problem with anybody on my administrative team, sitting down with a student who said, "Hey, I have a I want to meet around whatever. How do I do that?" Instead of just saying, "Oh, you go meet in the media center. You can just do whatever you want. Hey, we have a process. let's walk through it together. Um, we're going to get better answers and cleaner documents if we can help them walk through how to fill that out. And through that conversation, we're also going to be able to hold people to a better level of accountability. >> And and how is that being like told to them? Like is there >> I plan on communicating this through a communication. Not this week because of homecoming. I might have a little bit in my Friday communication. Um, but next week I really planned on making this a big chunk in my family communication that goes out >> because normally don't the groups kind of start in October >> there. Some of our groups are running now. Some start year, some start at the high school anyway. There's a rolling start to a lot of >> Okay. All right. So, as long as they have some guidance and just some adult help to get it started and >> yeah, I'd like I'd like to keep Yeah. apprised of like updates on how >> Yeah, that's the beautiful part about this document. You guys have the live document >> and we can totally come back and give updates. But as those groups form, they will be listed right here >> and you guys have that document and you can view it whenever you want or >> definitely feel free to call us. >> Okay, terrific. Yeah, I mean I knew that. Yeah, it's it's just these need >> it's exciting but it's new. I mean it's new for everybody for a student to be able to come up and say I want a group in >> name it. Um >> okay, how do we do that? We we have a process where before we had a process but it was it was a lot looser. I mean Mr. Hennand would would say anybody can meet and I agree with him. Everybody should be able to meet and it worked for us for years our previous our previous process. We can do the same thing. We just have a few things that we have to have to jump through with having our students do this. >> Yeah. And the same thing goes for the middle school, >> right? But not eighth grade. >> No, eighth grade. member Cassie. >> So I'm interested in So in policy 1510 it says licensed staff. Is it possible for licensed staff in another school to be one of the not supervisors but coaches in in those clubs. And then also in the 1801 it does not say licensed. So any staff member can be a supervisor there. Is that correct? And then could we also allow staff from other schools? Let's say that there wasn't staff at this building. >> Not in 1801. We can't >> not in 1810. We have coaches that work elsewhere. Correct. Yeah. In 15. >> One of our best coaches is a teacher down at North St. Paul. >> Yep. Our the director of our musical is a community member. But I would also add member castle with community education that that's even more open >> broader. Even more >> any other question. Member Tyson. >> Yes. So Mr. Caldwell, I I mean I do like the autonomy of this, but I just want an honest answer if either of you feel like there's obstacles that still remain. in the application process >> in the whole it's new so we know that's it's kind of an obstacle this fall right it's new we're rolling it out but I mean down the road do you see it that it could continue to create obstacles >> yeah I think it's it's part of my job to tear down those obstacles but an initial obstacle >> is giving kids the the courage if you will to say okay we've been meeting as an interest group for whatever however long or we've been doing it for however many years because of the changes now we're not doing it. >> How do I get to that next step and working with them to walk through the other application process so it's really done well so Dr. Massie and you guys look at it say wow they put some thought into this there's a mission there's a vision that ties into who we are here in Forest Lake. um that's going to be intimidating for some kids, but through our relationships, I I think we can overcome that. >> Yeah. I think in terms of Yeah, you know, Paul 1801 and how that just gets navigated. I think in terms of, >> you know, with like supervision like you're even alluding to in terms of the students having maybe the that that independence, the courage, the to to take that step into doing some of those things and then how some of the unknowns and how that kind of just gets implemented throughout the course of the year and through this that I wouldn't say it's necessarily a fear. It's just that unknown a little bit in terms of that. But we got great people that will we'll work through those questions and and problem solve as we as we need to. Yeah, and definitely I want to compliment both of you on just it feels like you're you're very willing to commit to seeing this process be positive for our students and see that you know their creation of whatever club they want is going to you're going to help them see it through. >> Yeah. Well, I think >> and I appreciate that because I think that's so important and they're going to need that >> goes to that particip you know the participation grass we talk a lot about. We know that when kids are involved and connected at school, they're going to perform better. That's absolutely critical. And so, however we can do that and support students to feel connected um is is again the one of our most essential uh missions. I mean, we look at the middle school, one of our pillars is student connectedness. Uh and that whether it comes through athletics or it comes through clubber activity, connections with teachers in their classrooms, um you name it, that's super important and it shows and I think in a lot of the data. Um, but we still have opportunities to connect with even more kids and and again, how we best do that and how we push and and promote and sponsor is really important, >> right? And I totally agree with you 100% that we know that engagement in school activities and academic performance, they're just handinand. And um, so that's why my question about obstacles, I just wanted to see your thoughts on that. I also want to say that, you know, the high school media center, I'm really happy that that'll be used for that. I mean, it didn't look like that when my daughters went to the high school. >> The media center didn't >> the media center. It's beautiful. What did I call it? >> Right. No, you called it the media center. But when you say looks like, that means there like people in my mind, there's people in there working and and whatever. Our our media center is used constantly because it's so beautiful. But it is so beautiful and I think it is a crowning part to our high school now where in the past it simply wasn't. >> So now it is and I'm glad it'll be utilized for that purpose. >> And we have other spaces that we can move into when we need to. We have flex spaces and things like that. We're actually in probably better shape than >> than the middle school is just because of the way that it was our high school was designed with those open >> open spaces >> which is very nice. >> Yeah. There you go. Member Christensen. >> Well, I just I mean speaking to member Tyson's point about you know obstacles. I mean I appreciate all the good work that has been done to rethink this um at the board's direction and um the application process and such. But I do feel like we still have to remember that there's sixth and seventh graders who are coming into the middle school. This is a huge transition time for them and um critical time for them to meet with people with similar hobbies and interests and you know the change the board made. I mean these students cannot join a student interest club. They can join some other clubs but they cannot join a student interest club even though it meets after school supervised and has parent approval. So, I mean, I still think that I mean, this is great and positive, but I mean, I think we shouldn't lose sight of the especially sixth and seventh graders being brand new to the middle school that really lost an opportunity through all of this. >> I concur. Me, too. >> All right. Any other questions or comments? >> All right. Thank you both for coming in. Thank you for that great report. Um, and thank you for all the work that you've done to work within the the legal framework that we were required to adopt here. And um, adding the the 1801 opportunities to the eighth graders. That's exciting as well. That's that's new in our district. So um, from that point, we'll move to the consent agenda. Does any member have anything they would like to pull from the consent agenda? >> All right. Seeing none, I would approve I would entertain a motion to approve 6.1 through 6.3. >> So moved. >> Second. All right, we got a motion, a second. All those in favor signify by saying I. I. >> Those opposed. All right, motion carries. Brings us to action item 7.1. Set the preliminary property tax levy pay 2026. Director Ember. >> So, we're here tonight to uh again set that preliminary levy for pay 26. Pay 26 is used for the FY27. So, that's the 2627 school year. That's the property taxes that will come in during that time. I'm going to start tonight by just giving a little bit background on the overall process for the levy. And so overall, it starts out over the summer, uh, business directors are, uh, entering data into a system for the Department of Education. First week in September, that Department of Education takes that data, pushes it out into initial report. Uh, often in every case, every year, there's little minor tweaks that happen after that comes out. Um, and so what we need to do and what most districts do is certify the maximum, which means that of the 39 pages worth of math, um, if there's anything that's still in process, we're able to recoup that in the levy that we go for. We have lots of time still to go ahead and go through what that exact levy is. Again, all those calculations. So, we'll be doing that at the October uh, finance committee meeting and then we'll report that out here after that meeting. And then we do also have truth in taxation. So that is in December. And at that time we're going to go ahead and certify a final levy. And that certification of the final levy will be the exact dollar amount that we will put onto the property taxes within each one of the three counties that gets represented. And so that's the overall background on it. Um I'm going to give a little bit of detail into this year's process. We did have a delay in the ability to enter the data that I talked about that business managers do over the summer. They had a software switch um at the state level and so they backed up some timelines. There are major categories missing this year. So sometimes at this point in time I have an idea of what that preliminary levy looks like. I don't this year because the areas are pretty significant with long-term facility maintenance being the major one and again that's a rather large dollar amount debt excess and then also um some lease levy especially through 916 and so again those not being on there we really don't have um a good preliminary number tonight but again not uncommon that that happens and we always in the past in this district among all the other districts in the state pretty much certify the maximum. So with that that is what administration would recommend to do tonight. >> All right. Any questions or comments for director? >> Okay. Just a comment that maximum actually says you just put the word maximum. You don't put a dollar amount. >> Not yet. >> All right. Any other questions or comments? All right. In that case, I would entertain a motion to approve as stated. Move to approve 7.1. >> Second. >> Motion a second. Any discussion? >> All right. Seeing none, uh, member clerk, please take a roll call. >> Okay. Member Hagglund is absent. Member Antonson votes I. Member Rebeline. >> I. >> Member Tyson. >> I. >> Member Castle. >> Hi. >> Member Christensen. >> I. >> And member Corkran. >> I. >> The eyes have it. >> All right. Moving to 7.2. appoint representative and alternate representative to AMSD. Dr. Massie, >> the school district currently belongs to um an advocacy group called schools for fair funding, safe, formerly known as schools for equity and educa in school funding, equity and education C. We've been a member of C now Safe for well over a decade >> and they have done a very nice job advocating for school funding especially for districts that are on on the unequitable end of school funding hence the word equity in their title. Uh they have t have shifted in leadership. Uh Brad Lundell is retired. uh they have new leadership. I would say that um they do still a great job advocating. The parallel organization for school district advocacy with the legislature is the Association of Metropolitan School Districts, AMSD, and they are much more robust in their legislative advocacy. They provide um a great deal of professional development for school administrators, a lot of updates with different things happening around the state. They represent largely metro area school districts. If you were to take a line from the heart of Minneapolis and St. Paul and drive that out to Forest Lake and draw a circle around the metro. Those districts within that that radius would would belong to AMSD. >> And I think we align ourselves very well to other suburban school districts to our to our south and to our east and west. And with that, I would recommend that Forest Lake Area Schools becomes a member of AMSD. We get a bargain rate membership this year. >> Uh we would stay members of both organizations this year and then in subsequent years we would belong only to AMSD should the board approve. And with the board approval we would also need a board representative and an alternate to serve on AMSD. We do the C or safe board representative at the January organizational meeting, but as we come on board with AMSD this year, we would need board rep and an alternate and that would be administrative administration recommendation. >> Okay. Before we mo move to a motion here, I just want to make sure we understand the process. The process in the deck states that the uh AMSD board will approve our membership in October should we take action this evening. >> Yep. >> Okay. And then the recommendation uh by administration at this point is to a board appoint a board representative. So one of us and an alternate representative to the association of metropolitan school districts. Is that correct as well? >> Yep. >> Okay. Does anybody have any questions or comments on that before we move to an official motion? >> Member Tyson. >> Well, I'm very excited to see to make this move and hopefully we will. I've been following staff and I was on C the previous name schools for equity and education and I just think that so many colleagues that we interact with are in involved with AMSD. I like the component of the superintendent being involved in their meetings. Um as members all of the boards could virtually attend a meeting and they have a lot of great speakers. I know when I was on 916 before uh the board chair, we could listen to their meetings and they had just some exceptional um speakers. They do conferences. So, I think it's a lot more encompassing, a lot more for board members for professional growth or for schoolboard growth opportunities. The other thing is Scott Krunquist is the executive director and like the superintendent said, he's just very good at communication and I think their um advocacy at the legislature is just much more farreaching, which would be really good for us. I did find out that their meetings are the first Friday of the month from 7:00 to 9:00 a.m. Um, you can attend in person or virtual. So, um, I'm really excited. I think I've been asked by several colleagues when we're going to make the switch. So, I'm happy this is happening. >> Gail, did you say the virtual or in person? >> Mhm. >> Okay. Either or. >> Either or. >> Okay. >> Member Castle. >> So, then we would drop staff and start AMSD. >> Yeah. would for this year continue with membership in both >> for till the >> and then the subsequent year we would drop safe and then be AMSD only >> in January. >> Yeah. >> Uh next school year July one. >> Oh >> yeah. >> And I'll I'll add to that that would that would be at our prerogative at the board here. So I think this personally I'll I'll kind of add my two cents. I think I think this is an excellent opportunity to kind of dip our feet in the water here, test the waters, see how it goes. We're part of both organizations for a year. We decide what what fits our district the best moving forward. Um I'll withhold judgment at this point on that, but uh I think it's a really good opportunity. Member Christensen, >> I guess I just had a question just maybe just describe the differences then between MSBA like what they do and then what this AMD does and how they are different. >> MSBA is going to provide services for school boards and school administration. uh they they do some advocacy at the legislature, but they're largely providing services for schoolboard functioning and administration where AMSD is really an advocacy group around school funding and school related issues. >> So you would say, excuse me, maybe AMSD is is exclusively a lobbying organization or that kind of thing. They do that. They're they lobby, but they're a network of other >> districts that provide networking and professional development opportunities for school districts. >> Okay. Thank you. >> Remember Anderson. the professional development opportunities is that in in addition then as far as cost goes and and do you do they have some professional development things going on that you're specifically interested in for our staff? Yeah, the professional development we actually participated in a session around school accountability metrics and they brought in a national facilitator for that. >> Uh that was last year that our directors and myself participated in >> that would be freedom member districts. >> Oh okay. >> And they have an annual conference >> that I would be if if the board proceeds that I would participate in that's on an added cost. That's part of our membership. >> Oh, okay. Nice. >> That's impressive. >> Member Tyson. >> Oh, go ahead. Do you want to go over? >> Well, I just wanted to add that I've been the liaison for staff and I think I reported on their restructuring after Brad Lundell left and kind of reported on their rebranding. They changed their name. So, I think that they they do an excellent job. Um, I've been attended with them down at the advocacy days at the Capitol, but it's I just feel like this has more depth to it. This has more usable um advocacy for our district to use and for our board members. >> Member Castle, >> I just wanted to know what the difference is in the in the fees or what we would pay to each of these different organizations. >> Yeah. The cost for uh schools for fair funding SAF is $8,700 this year. And the cost for AMSD total cost would be $10,000. For us this year under the ten or the first year membership would be $1,000 for this year. So that would be our total cost this year for full participation. If we drop staff in the subsequent year, it would be whatever the adjusted cost would be next year, 10,000 give or take. But there's more for us with um the programs that they have for us besides the advocacy >> for sure. >> Much more. Yeah, >> it seems like and you said it was metro schools that are mostly in >> primarily metro area >> school district kind of the new like everyone's kind of moving toward this other option. >> AMSD has been around a long time. Metro area school districts have been a member have participated in AMSD for a long time. >> Okay. >> Um Centennial is part of it to just our neighbor White Bear Lake >> Midi. So it sounds like it sounds like it's a smart water. The list goes on. >> At least check it out and see how it works for us before we >> and I've attended a number of their meetings and familiar with of course the superintendent. Scott Krunquist I know well and he's been after us for a long time to join. >> It's great that they involved superintendents though. I think that is that is a really missing piece of the other >> the other um options. So I think that's really a smart choice. >> All right. Thank you. >> All right. I think I'm hearing at least interest in being involved in AMSD. So check it out. >> I'm kind of some somewhat crafting a motion here so we can make this very simple. But uh before I do that, I'm just interested. Are there any board members here that would be interested in either being the representative or the alternate representative to AMSK? >> I would be the representative. >> Member Corkran. Is there any >> alternate >> member Tyson? Is there any objection to having member Corkin be our primary representative and member Tyson being our alternate? >> Not right now. >> Okay. >> Let me write this down quick then. Then here's going to be my recommended motion that we improve that we approve involvement in AMSD by Forest Lake Area Schools with member Corkran as our primary representative and member Tyson as our alternate representative. >> Sound good? >> Okay. In that case, I will move to approve involvement in AMSD by Forest Lake Area Schools with member Corkran as our representative and member Tyson as our alternate representative. I'll second it. >> Right. We have a motion and a second. Is there any discussion on that? >> Can I ask about term limits? Is there a term >> um >> the year? >> Yeah, this this would be this would be an annual. >> So an annual renewal. >> Yeah. >> Is that correct, Dr. Massie, or do they have different bylaws? >> It would be an annual >> annual. Okay. Just was wondering what >> Okay. What are you signing up for? Yes. >> The motion's on the table. Member Corkrants. >> I'm sorry you can't pass. >> Yes. It would be okay. It would be >> we better add one year, chair. >> I'm just I just want to make sure I know >> and and I would recommend chair that we consider in January renewing a commitment. So, we have the one-year commitment should the membership continue >> for sure. Yeah, I think that would make sense to be part of our organizational meeting like we we've done in the past with other organizations we've been part of. That still gives us a few months and um I'm hoping that member Tyson and member Corkran have some good feedback for us in January should this motion prevail. Any other discussion? >> All right. Seeing none, member clerk, will you please take a roll call? >> Okay. Uh member Christensen, >> I. >> Member Castle, >> I. >> Member Tyson, >> I. >> Member Anton votes I. Member Corkran, >> I. >> Member Hagglin is absent. Member Rebeline. >> Hi. >> The eyes have it. >> All right. It brings us to action item 7.3, strategic plan revision process. Dr. Massie, >> we provided a rather indepth overview of the strategic plan at the August 27th board meeting. Uh, thank you uh board members who were able to come in and have one-on-one or small groupoup conversations with our directors and myself regarding the plan. We had some really good questions and conversation hopefully bringing a deeper understanding of the work especially for board members who are new to the district or to this position I should say. Um I would reiterate that and and I know we've talked a lot about this. The current plan was put together with an extensive amount of community input. I would say well over 200 community members participated through surveys, through focus groups, through a large strategic plan writing team uh that had 50 community members broad cross-section of the community. This was approved in 2019 for the 2020 school year through the 2025 school year. And the plan is, as you know, is comprised of uh a really good framework that has served us well over the last 5 years. In a sense, the framework is a bit timeless including a set of belief statements, uh a vision statement, a mission statement, six focus areas that then support objectives, goals and objectives under each of those focus areas. Clearly the work of the district evolves. Uh we're facing a future that we didn't know 5 years ago and we need a plan that speaks to today and tomorrow. So I think it's timely certainly with the extent with coming to the the term of the 2025 strategic plan that we reook at our work moving forward. Um you can see here that the recommendation I can allow the chair to speak to that in terms of the next step but uh certainly we have been well served by a broad set of community input. Whether we ride that wave moving forward or we seek greater input or facilitation from the community that will be certainly a another conversation point >> and and I think that's an excellent segue into my recommendation here. Um my recommendation being that we we stand up a three board member subcommittee um to to get together and to discuss our potential options, report back to the board with our recommendations um as to next steps. And those next steps might be, you know, greater community involvement. It might be the strategic plan should look like this. It could be we need to hire an external facilitator. Um or it could be that the the strategic plan is great and we should continue. But uh as we've determined or or experienced in previous meetings that gets to be a very long and arduous process here at the the board table. So what I was hoping was to put together uh three board members that would be able to uh meet. Of course those would be open meetings open to the public. we would we would post them I envisioned we would host them here and that uh that subcommittee would be able to report back to the board um relatively uh quickly. I I didn't want to time box it, but I was thinking within the next month or so so that we can take next steps and uh move from there. So, if if that seems like a a palatable idea, I'd be really interested to to hear if any board members would be interested in serving on that committee. Uh or just any other discussion that you might have before moving to an official motion. If not, I could put out a request for members to serve on a subcommittee as well. I'd be interested in serving on a subcommittee, but you're you're talking about just kind of getting this process moving. >> Yes. >> Yeah. I mean, figuring out how we're going to do it >> as a subcommittee. We would have no decision-making authority. Yeah. We would simply be meeting >> just talking about it kind of like we did in with the administrators and Steve >> precisely and then coming back to the board with a unified report of this is what the this is what the three of us thought. This is what we talked about. This is kind of how the process went and then of course the board would have the final decision making uh ability on that. >> Go ahead. No, go ahead. >> I was just going to say so really it's a two me you're you're member Mr. Chair you're a part of this so it's really I would be willing to serve on the subcommittee myself. Yes. >> I would be willing to do it too. I don't I mean depends on the Yeah. >> Okay. So, Christian that you said you're going to be you you want to be on the subcommittee. >> I said I'd be willing to if member Anton said member Ty, you know, I don't know how. Oh, did you? Oh, I'm sorry. I thought you raised your hand. >> You're scratching your neck. I thought you Yes. Right. >> Um I I would be willing. >> And then are they did you say member chair? They're in the evening and open to the public. Right. So >> they would absolutely be um it it would any subcommittee that that we would form would be subject to the rules of open meeting law. So yeah, I believe they have to have it after 6 p.m. >> Um they would be open to the meeting. We would publish them on our website. We would be taking community input from people um that we could bring back to the full board. Okay. But it would be um the subcommittee would only be three board members >> so that we don't create a board quorum, >> right? >> And thus we would not be a decisionmaking body. We would be simply an advisory making body. >> And and you will be taking public input then whoever >> of course of course. >> Yes. >> And what is the scope for the meeting like an hour, 60 minutes, an hour and a half >> or all night? Excellent question. I I I think that would be uh details that the the three members selected the subcommittee. We would kind of >> figure out when it works with our schedule when it works with administration because we would need administration to host that for us. >> Ideally, u we could even maybe record it and broadcast it so the public could stay involved. Uh we want this to be open and collaborative, of course. So, um I don't want to bind administration to any of those um requirements though as part of this just because you can't guarantee that and I don't want to subject them to additional work if it's not something they're able to do. I guess I just have a question about the process and um so if it is a three member committee I I don't know all the rules specifically but it is a like an open meeting because I'm just envisioning >> correct >> not that I don't don't want participation I do of course but like if the three of us are here and a whole bunch of people are here like how are they going to talk to us and then maybe it would kind of get off the rails a little bit or go down a rabbit hole and then like how do we bring it back or maybe could the subcommittee like just the three meet and kind of talk about some things and then maybe with the community we could say this is what we're thinking. What do you I guess I'm just not >> I mean to be clear I want community participation but I'm just wondering >> would community participation be better like that we had done before with the committees and like you identify the people who's there the parents or something like that you know where is it I mean in my head I'm just envisioning like sort of a green card type of procedure or something like how does How does >> to to that point that would be the prerogative of the the subcommittee just like in the boardroom this evening if we see a member in the the audience that we want to invite up to participate in the meeting we we certainly have the right to do that. The subcommittee would as well. What sets this apart from say three board members meeting at a local restaurant for example is that this would be an official commission subcommittee of the board which would require us to adhere to open meeting law and to follow those certain processes >> where if we had a nonquorum >> gathering I'll call it in another location we would not be a quorum we would we would have the right to to gather and have discussions u but this is just a more officials process and uh it has the added benefit of uh allowing the or giving the the community very specific notification of when and where it's going to occur so they can attend and at least observe. >> Okay. >> Um it's up to the the committee if they were to participate. I'm thinking of you thinking more of a work session >> more or less >> work session not really >> correct >> you know just for you guys to kind of figure out what do you all how do you all feel like how do you feel about this and and kind of just >> kind of talk through some points and yeah come up with some things and have you know have people out in the audience listening but not really interacting or you're I'm not sure you're not sure about that yet? >> Yeah, it's kind of up to the the committee and it's up to the the community members that show up. I I think any input is good input. >> Yeah. Right. >> And then the the subcommittee would report back to the board. >> Okay. >> And the the subcommittee would would agree on kind of a final recommendation that they would make to the seven of us, but then the seven of us would hash it out and decide >> where do we go from here? And just like anything that comes from any of our committees, we can amend it, we can change it, we can do something completely different. But, uh, I just want to I'm trying to think of a way to kind of facilitate discussion and and keep the ball moving forward >> without getting lost in the weeds because it's it's a large topic. It's easy to do that. >> Totally. >> Member Tyson, >> I just want to add, I was on a subcommittee once, not for here, for Head Start, and we took input at the last 15 minutes of the meeting or whatever, and then people >> could share their thoughts after we met for the first 45 minutes. But I don't know if that's helpful, but that was one format we did. >> That's extremely helpful. I think it might even be beneficial to to kind of bookend the meeting and say what >> what is the public thinking before the meeting, >> sit down and have the meeting and then what do you think of what we just talked about? And um my I just off the top of my head, I'm kind of envisioning maybe two or three gatherings of the subcommittee over the course of a couple of weeks, report back to the board in a month to a month and a half and see how it goes. But uh um like I said, I don't want to time box it either because those discussions can take time >> and I don't want to hurry through it either. and you know reflection after the the subcommittee meetings can take time >> and maybe we have some corrections and uh it just might help ease things at the at the board table here. >> So what I member member castles >> the committee could also request more time should the need arise >> should should we time box of course. Yes. >> Yeah. >> Yeah. I guess I'm just kind of processing this, thinking about it, and I'm thinking if we're thinking three of these subcommittee meetings, you know, assuming we have to find a time that all three of us could come together, >> then you also have to I mean, are the meetings going to go like two hours or you know, I mean, it just seems like um you know, maybe just like a little more cumbersome than um And perhaps it needs to be or I mean it just seems like >> it could be >> I don't know maybe two. >> It could even be one or two. I mean it kind of up to the the three members of the committee to decide what they want to do. >> Yeah. I'm just concerned about like the timeline and but we don't have we don't have a a deadline on this current strategic plan. >> Not with the not with the motion I was going to propose. We wouldn't have a time box >> because I don't want to rush it. Yeah, that's what that's what I was thinking because just trying to get three people together in the same room at the same time and give adequate notice >> for open meet all that kind of stuff. It seems like that might take a little bit >> for schoolboard meetings all that too on top of it all. >> It's a big time commitment. So it it could be yes it could be >> member castle. So, and then the current strategic plan would remain in place until it's either modified or >> replaced or or whatever. >> It's through 25. >> Yeah, it's through 25, but we we've indicated our intent to maintain that strategic plan until we replace it with something officially. >> Member Tyson. >> And so, I'm thinking too that the committee might come back and say that we need to have it professionally facilitated and we want to use MSB again. Correct. That could be one outcome. Mhm. >> Um so >> yeah so so far um for committee members I have myself member Christensen and member Anton is that after the discussion are we member Christensen member Antonson does that still sound >> sure >> reasonable >> right >> I feel confident in the three >> in that group >> yes yeah >> okay good representation >> in that case I will move to appoint a subcommittee including member Rebeline, member Antonson, and member Christensen to consider the strategic plan revision process and report back to the board. >> So moved. Second. >> Okay, we got a couple of motions and a second. Um, any discussion? All right, seeing none, all those in favor signify by saying I. >> I. >> Those opposed. Okay, the eyes have it. The three of us will connect at some point in the next few days to determine next steps on that process. So we'll move to 7.4 approve MSBA legislative resolution. Dr. Massie. So in front of you is a resolution that we would administration would propose that we submit to the MSBA rep assembly as they begin to form their legislative platform for the 26 legislative session. That'll begin in February this year as the second year of the bienium. This is very similar to the resolution we submitted last year that was ultimately adopted by the rep assembly and was part of the MSBA lobbying legislative platform. Um, as you know, we have um a large district that provides transportation to 5600 students across our district and many years we incur a half up to a half a million dollars of cross subsidy that's funding that deficit through the general fund. Through our lobbying efforts over the years, we have made some progress on covering that deficit. um 35 million was assigned to that deficit in 2017 largely uh due to the legisl or the lobbying efforts of the school district at that time. And then in 2023, we moved the the deficit cross subsidy being covered by the state from 18% to 35%. that still leaves 60 65% of the deficit uncovered, forcing districts like Force Lake to use general fund dollars to cover that deficit. It is an unfair formula that quite frankly in all of my years lobbying in the legislature. I'm I'm yet to meet a a legislator who doesn't agree that that is a faulty formula. yet the resolve to find the dollars to fix it has been difficult to secure. So the more lobbying efforts we have including MSBA the better for us and for other districts affected by the the cross subsidy. So administration would recommend that we proceed with this resolution that we would then submit to the rep assembly. I believe member Tyson, you're >> on that delegation making that determination >> and again administration would recommend that we proceed and specifically in this resolution would be to move the deficit from coverage from 35% to 70. You might ask why not 100%. because at the legislature they do things in steps >> unfortunately and the 70% figure was actually a recommendation out of the school finance task force that met five years ago now that I was part of statewide school finance task force. So I think we've got some power behind that number because it came from that recommendation and quite frankly if we can move double that that cross subsidy coverage that would be a big step. So administration administrative recommendation would be to adopt this resolution and submit to the MSBA rep assembly. And >> in that case I would entertain a motion to approve the proposed MSBA legislative resolution. Second. >> Okay, we got a motion and a second. Is there any discussion on this? >> Well, I just want to add that we know that we pay out of our general fund $500,000 and that it used to be almost double that. So we appreciate the I mean 10 years of work 14 for me just and like our superintendent said lawmakers know that the formula that the state has implemented is not it creates a disparity for us especially um and our buses drive a million miles in a year and 200 square miles we cover. Um, and the district that has a similar per pupil count has 10 square miles that they cover. So, we just have to keep picking away at this. So, I'm happy to have this resolution be read on the floor again and hopefully you guys can join me in the spring down at the legislative session and see if we can just keep pleading our case. >> And I would add to that, member Tyson, I believe this was part of our legislative platform that we approved in January as well. So this is a nice extension to that and it just shows ongoing support uh for that need. >> Correct. >> Yeah. >> A question. >> Yes. >> The the money that I mean this money it's not just I mean it's for the entirety of transportation, right? The the workers, the the buses, the gas, the upkeep. It's it's their wages, their >> it's the entire >> operation of our transportation system >> incurs a up to a half a million dollar deficit every year. >> We've actually minimized that deficit to a certain extent by >> cancelling routes. As a result, however, we have longer bus rides. >> Yeah. >> And I'm sure you hear about that from families, >> but that's in an effort to minimize the cross subsidy when the legislature doesn't take care of it. Mhm. >> So we have longer bus rides, fuller buses, >> and longer bus rides are not necessarily a good thing, >> right? >> But >> pulling 300 plus,000 from our general fund is also has it has its consequences, >> right? >> Okay. I just wanted to know in my mind that this is it's it's about the entirety of transportation, including the wages and their everything, benefits and all that. Member >> Castle >> and including our subcontract transportation providers. Yes. >> And member Tyson, >> I just want to read. I think this is really something to keep up here. Because of the nature of the transportation formula, some school districts receive more funding for regular transportation than they actually need to cover their transportation costs. These districts are able to keep the surplus funding and enhance their general fund. So that's where the the real crux of the matter is and that disparity that it creates for us um paying this money out of our general fund >> and therefore probably able to pay their teachers more and everything else. I mean >> their best. >> So we just >> and whoever wants to come and be on the delegate assembly can let me know. >> You just have to let me know when it is. I'll talk. >> Okay. We'll talk. >> Great. Thank you. >> All right. There's no further discussion on this being a resolution. I'll ask member clerk to please take a roll call. >> Okay. The MSBA legislative res resolution. Member Christensen >> I. >> Member Antonson votes I. Member Corkran >> I. >> Member Tyson >> I. >> Member Hagglin is absent. Member Rebeline >> I. >> And member Castle >> I. >> And the eyes have it. >> All right. Motion carries. I see no new business on the agenda. So I would entertain a motion to adjurnn. So moved. Second. >> Any discussion? Seeing none, all those in favor signify by saying I. >> I opposed.